Internalizing behavior problems and scholastic achievement in children: Cognitive and behavioral pathways as mediators of outcome

Examined a conceptual model in which dual developmental pathways (behaviora l and cognitive) are hypothesized to account for the relation among interna lizing behavior problems, intelligence, and later scholastic achievement us ing a cross-sectional sample of 325 children. Classroom behavior and select aspects of cognitive functioning (vigilance, short-term memory) were hypot hesized to mediate the relations among internalizing problems, IQ, and long -term scholastic achievement. Hierarchical tests applied to a nested series of models demonstrated that (a) individual differences in measured intelli gence among children are associated with variations in classroom performanc e and cognitive functioning, (b) classroom performance and cognitive functi oning make unique contributions to prediction of later achievement over and above the influence of intelligence, (c) anxious/depressive features are c orrelated but separable constructs, and (d) anxiety/depression and withdraw al contribute to prediction of classroom performance and cognitive function ing over and above the effects of intelligence. Classroom performance and c ognitive functioning thus appear to mediate the effects of internalizing be haviors as well as intelligence. Particular attention to the presence and p otential impact of social withdrawal on children's functioning, both alone and concomitant with anxiety/depression, appears warranted during the cours e of clinical evaluations owing to the strong continuity among these variab les.